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Learning area: Languages
Level: Years 3 and 4
Food from different lands: Market shopping
1 Nature of the assessment task
Students will read a recipe in the target language and compile a shopping list. In pairs they will then go to the class market and buy the ingredients they need. If appropriate, as an optional exercise, they will then work in groups to prepare the dish, using the target language recipe.
The completed assessment task is expected to demonstrate the following qualities:
- an ability to communicate orally in the target language
- an ability to sustain a conversation in the target language
- understanding of socio-cultural conventions in the target language.
2 Links with State and Territory curriculum
3 Prior teaching and learning
For this task, students need to have an understanding of:
- target language for common ingredients in a limited range of recipes
- well-rehearsed and modelled target language for a simple shopping conversation, including socio-culturally appropriate gestures and language
- numbers and quantities in the target language, sufficient to shop for 'simply' priced articles.
In addition, students should be able to:
- understand the format and purpose of a recipe
- count out simple money (numbers could be very limited)
- read a short sequence of text, based on models, with limited pictorial support.
4 Teacher preparation
Student resources
Simple recipes*
A selection of international recipes which could be used for various scaffolding activities or as models for teacher to devise their own target culture specific recipes for scaffolding purposes.
Teachers will need to assess the linguistic and cultural appropriateness of the supplied recipes and other resources and decide whether or not they wish to devise their own materials. A class survey of the target country dishes with which the students are familiar might be a helpful place to start.
Picture dictionary*
This dictionary has pictures and target language names for each of the ingredients mentioned in the recipes. These can be photocopied, cut up, enlarged, laminated and /or turned into a student reference poster and used for any of the following: to make flashcards, to label items for the market, to support absolute beginner students with the task, to make a memory card game, to colour and use as market 'produce' if real food is not possible. - Pictures and names relating to cooking activities*
These could be used for the memory game.
- Pictures and names of cooking equipment*
These could be used for the memory game.
- List of ingredients
- List of ingredients with costs
These could be used as drill for dialogue.
- Student rubric for shopping assessment task
| The student rubric can be used: |
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to make certain that students are aware of the criteria against which they will be assessed by the teacher |
| (b) | |
to provide a focus for student self assessment. |
* The asterisked resources are provided in three languages – English, German and Japanese.
Teacher resources
5 Scaffolding: Preparing students for the task
Teachers can select from the following scaffolding activities according to the language experience of their students and the time available. The asterisked activities are suggested as being necessary for the students to be sufficiently prepared to do the assessment task.
The assumption is that the teacher will work in the target language throughout, with students being encouraged to do the same after Scaffolding Activity 1.
Throughout these scaffolding activities there will be informal opportunities to assess for learning, and opportunities to provide students with feedback on their progress.
Activity One
This activity is designed to revisit the genre of recipes and ingredients.
Bring into class a shopping basket of ingredients for a common Australian dish, eg lamingtons. Take the ingredients, one at a time, out of the basket and ask students what they are.
Students respond in English and teacher says the word in the target language.
Ask students what they think they could make with these ingredients.
When students identify the correct dish, produce the lamingtons (or whatever), cut them up and distribute to students to taste. (Check for health and religious limitations, etc first.)
Brainstorm a few words to describe dish: eg sweet, sour, delicious.
In target language students discuss whether they think the dish is 'delicious' or 'unpleasant'. (Or students can practise 'I like it', 'I do not like it'.)
Activity Two
This activity introduces a target language recipe and food dish to the class. If facilities permit, teachers might choose to cook the dish in front of the students. Alternatively they could mime the process. Either way, it will be necessary to have the ingredients on hand.
If miming the cooking, plan a distinctive, simple movement for each cooking step, eg a wrist action for 'whisk', a wriggling of fingers for 'boil', an opening oven door action for 'bake', an up and down action for 'chop' etc.
- In front of the class, prepare/mime the preparation of a very simple dish from the target culture, familiarising students with ingredients and actions in the target language as you do so. This should take no longer than 12–15 minutes.
- Allow students to try the dish (check for health and religious limitations, etc first) – or one prepared earlier – and have a discussion around 'Is this delicious or unpleasant?'.
- Write the name of the dish on the board and, as students recall the names of the ingredients, attach relevant pictures to the board. (See student resources, if you are using the supplied recipes.) Students repeat names.
- Write names of ingredients next to pictures (or attach name cards derived from the picture dictionary) and write heading 'Ingredients' in the target language. Depending on the target language, opportunities may arise here for comparing the target language names of the ingredients with their English equivalents.
- Ask students to recall how the recipe was 'cooked'. Responses will be a mixture of English and the odd remembered target language words. As they remember, write very simple instructions on the board in the target language until the complete recipe is there. (See the sample recipes for models.)
A reference poster or display could be made with the pictures and words for all of the foods encountered so far.
Activity Three*
- Distribute the picture dictionary of ingredients and one of the simple recipes in the target language. In groups, students use the picture dictionary to work out an ingredients list for the recipe.
- Ask, in the target language, 'What do we need?' and, in pairs, students practise asking and responding to the question, based on their list.
Newly encountered ingredients can be added to the display or reference poster.
Activity Four
- Mime the actions necessary to make the dish used in Activity 3. Refer to the recipe instructions and call out the words that describe the cooking action introduced in Activity 2.
- Ask students to mime the action with you eg 'Whisk the eggs!', 'Boil the water!'. If students are more experienced, they could call the word as teacher mimes, or could find and hold up the utensil word from the resources.
Play a memory game with the pictures and names relating to cooking activities.
Provide each pair of students with a set of cards and put them, mixed and face down, on the desk or floor. Students take it in turns to turn two cards face up and read the word aloud. When they have a matching pair they keep it. (They do not, however, get another turn, so that all students have an opportunity to participate.) The winner has most pairs when all cards are matched.
- The same game can also be played with the pictures and names of cooking equipment.
Opportunities may arise here for comparing the target language words relating to cooking activities with their English equivalents, as well as discussing cultural differences related to the ways in which different people prepare their food.
Activity Five
This activity builds on the previous one.
- Provide students with another simple recipe and ask them to make a shopping list of ingredients using the cards.
- Ask students in pairs to work out a simple mime to show how the recipe is to be made, using the actions from the previous activities.
Activity Six
- If copies of recently encountered recipes are cut up into sections – ingredients in one section, each line of the procedure in other sections – students could work in groups to reassemble the recipes in correct sequence.
Or each student could be given a piece of paper which has a line from the recipe. Students then group with other students who have lines from the same recipe and line up in sequence according to where their line comes in the procedure. Beginners could refer to the recipe.
Teacher hands out 'correct' recipe and students compare versions.
Activity Seven*
Students look at a video or poster of market/shopping in target country (teacher, text book, library or internet supplied). See the websites with pictures of food markets.
In English or target language, discuss differences and similarities between shopping in the target country and shopping in Australia. Explain in target language that the classroom is going to become a market for a few lessons.
Pin up a couple of sample banners and draw students' attention to the 'tempter' words (tasty, fresh, juicy, ripe etc).
If time permits, or as a homework exercise, students could prepare a simple banner for the market with a common target culture ingredient and price written on it. If appropriate, they could also add a 'tempter' word. They could use a software drawing program if suitable.
Activity Eight
Give students some practice counting out tokens representing target country money. Students can also practise quantities for shopping such as 1 kilo, 200g etc. This can be kept very simple or developed into a more rigorous introduction/revision by using the following activity.
- Adapt the list of ingredients and their costs to suit the selected recipe and target language money quantities.
- Half the students receive a list of ingredients and their costs; the other half receive a list of ingredients only and everyone receives a shopping list with space to record prices.
Students with the list of ingredients only, take turns to ask:
'How much do (bananas) cost? (or target language equivalent).
Students with the list of ingredients and prices take turns to answer the query: '(Bananas) cost $2.00 per kilo.'
Everyone listens to these exchanges and writes down the cost of the ingredients on their shopping list. - When the shopping list is completed, students work in pairs to practise asking the prices of items and responding.
Activity Nine*
This activity prepares students specifically for the task dialogue.
In role as the shopkeeper/stallholder, 'sell' items to individual student customers (students could be chosen carefully as those more willing to take risks.) Use either real items or the picture representations, but most items should be on the 'master reference' list from Scaffolding Activity 3.
Language could be very simple, for example:
'Good morning!'
'Good morning!'
'What can I do for you?' (ie common formulaic version in target language)
'I would like three apples, please.' (or, for less confident speakers, 'Three apples, please.')
'That's four dollars, please.'
'Thank you.'
'Thank you.'
'Goodbye.'
'Goodbye.'
For students who have learnt the language for longer the task could be more open-ended and the teacher could also model extra language, eg:
'What do the apples cost?'
'They cost $5 per kilo.' etc.
Teachers could also model bringing in well-rehearsed conversational language from other contexts, for example:
'How are you?'
'It's very hot today.' - Once the exchange has been modelled several times with different students working in both roles with the teacher, the students work in pairs to develop a very short role-play. They buy just one item, then reverse the roles.
- This is an opportunity to draw students' attention to socio-culturally appropriate gestures and to have them practise these.
Check students' role-play informally. More advanced students could be encouraged to shop for several items at once, to use both 'dollars' and 'cents' and to bring in well-rehearsed, conversational language.
Activity Ten*
- Present students with a new recipe, which incorporates familiar ingredients, and directions.
- Ask students to use the pictures available to them to make an individual, pictorial shopping list of the food they need to prepare this dish. All the pictures should be labelled in the target language.
- Collect this work for individual feedback prior to the task.
6 The task
- Explain the nature of the task to the students and discuss the student rubric for shopping assessment task with them.
- Display around the room the student prepared market 'banners' from Scaffolding Activity 6 and set up a shopping area/marketplace with desks as stalls, a table for shop counter, etc.
- Allocate to each pair of students one of the recipes already encountered in the task preparation (advanced students or background speakers could be given a new one). Tell them that their task is to plan a shopping exchange in which they buy some of the ingredients they need for this recipe. Allow time for students to practise their exchange. Students whose target language development is at a lower level could use the list from Activity 9 to give them more time to prepare their dialogue.
- When they are ready, the class conducts a 'market scene'.
Divide the role-play pairs into two groups. There will be two rotations. In the first rotation members of Group 1 are the observers, while Group 2 divides itself into the 'customers' and the 'sellers', according to their prepared role-play. The 'sellers' set themselves up under the banners, behind tables or desks. The 'observers' sit off to one side in a 'café' on the market square.
The 'customers' mill around as the 'sellers' call out their wares, eg:
'Apples, $3.00'
'Celery, $4.00. Delicious!'
When the teacher calls 'Freeze!' in the target language, everyone freezes except one pair of students, who perform their selling and purchasing for assessment.
As soon as they finish, they all mill around again until they hear 'Freeze!'. (This allows teacher time to record comments if session is not being videoed or taped.)
When all Group 2 students have presented, they become observers in the café and Group 1 students present their role-plays in the same way.
To make the task more authentic, especially if teacher aide or parental help is available, students could 'shop' for real ingredients, then cook their assessment recipe with adult supervision, using only the recipe written in the target language.
7 Professional advice
Teachers could use the diagnostic grid for market shopping task to record student performance on each of the expected qualities, thus obtaining a snapshot of those areas in which students will need further instruction. The teaching and learning activities that follow the grid are also related to each of the expected qualities and suggest some ways in which teachers could consolidate or extend performance. Click here to view how the grid might be completed.
Teaching and learning activities linked to the expected qualities listed in the rubrics, and in the diagnostic grid, can be found at the following links:
Teaching and learning activities: Ability to communicate orally in the target language
Teaching and learning activities: Ability to sustain a conversation in the target language
Teaching and learning activities: Ability to express understanding of socio-cultural conventions in the target language
Teaching and learning activities
Ability to communicate orally in the target language
If students performed at a low level on this aspect of the task, the length and comprehension of sentences modelled and/or pronunciation could be a problem. Students could therefore be offered more detailed scaffolding before and during conversational tasks.
This could take the form of more vocabulary games, such as bingo, memory and blindfolded guessing games with realia, but with a reduced number of words/phrases. Students who are experiencing difficulty should be given the opportunity to listen to others before attempting to speak themselves. In this way the other students provide repeated modelling for them. Pronunciation can be helped with a song or rhythmic sequence which uses relevant vocabulary or forms in a fun way. Visiting native speakers can model pronunciation and if the teacher conducts the majority of each lesson in the target language, this represents sound modelling.
If students performed at a high level on this aspect of the task, they could be introduced to some of the more advanced grammatical aspects of the language. In some languages this could be verb endings, case changes, adjective position, etc.
Students could be expected to convey more sophisticated messages in a shopping context (eg using relative clauses or explaining why they want a particular item). Or, in a different context, they could make telephone calls (to a visiting native speaker?) to find out what films are on in a unit comparing leisure in Australia with the target country. In a group situation, all the students plan what they want to find out (cost, times, rating, location, etc) but the high performers in this area are encouraged to ask more complex versions of the questions on the phone. 'When does the film start?' to 'Could you please tell me when the film starts?' or 'When does the film finish? My last bus leaves at 10 pm.'
Teaching and learning activities
Ability to sustain a conversation in the target language
If students performed at a low level in this aspect of the task, the format of question and answer could be confusing them. Students sometimes are less familiar with question forms than answers, so a game to drill questions can help. Two teams each create a list of questions (relevant to the unit under way) and take it in turns to ask the other team. A list of target language question words permanently displayed on the wall can help comprehension in some languages.
Further practice for this function could be achieved through a task which involved interviewing on very familiar ground. Perhaps students could prepare a passport to enable them to travel to the target country for breakfast/a soccer game/a flower festival/a family celebration etc. The context is new, but the language and content is very familiar. The customs control would then have to ask them questions to check their identity and they would have to ask where the function was which they had to attend.
They could be paired with a student able and willing to give them support as they converse.
If there is a 'real' school-based soccer game or a breakfast or a festival to attend or participate in, this would encourage motivation.
If students performed at a high level on this aspect of the task, they are perhaps ready to be encouraged to use language from other contexts in this new context. For example, the shopping task could include comments about the weather, the cost of the items, the freshness, the quantities.
The teacher needs to begin modelling extra ideas for role-plays so more advanced students can incorporate them, but lower level students can still do the task with less complex language.
For example, students doing a task which involves travelling around the target country could be in a travel agent's and the conversation could be a basic, 'Where do you want to go?', What month?', 'It costs $333.', or it could be embellished with questions and answers about the actual date, about whether the weather is warmer in Canada or Alaska, whether the cost includes train and hotel.
Both forms are communicating similar holiday information, but one is more detailed than the other. Activities can be common in context but students choose the complexity level.
Teaching and learning activities
Ability to express understanding of the socio-cultural conventions in the target language
If students performed at a low level in this aspect of the task, they may have been nervous and found thinking about the request interaction and the 'extras' too much. Pairing them with a supportive, more advanced learner could help.
A class game could be developed modelled on Simon Says where gestures, greetings, leave-takings are all drilled.
Perhaps there could be a class signal for every time a student forgot eg a bow, a thank you, etc so the teacher or peers could make this sign when a student forgot something or did something inappropriate to trigger their memory.
A discussion in English of how these customs have developed/changed in the target culture would help cement them in students' minds.
If students performed at a high level in this aspect of the task, they could be ready to develop more accurate skills such as using correct address forms of the language eg in some languages, accurately distinguishing between formal and informal 'you'. They could practise this in a task such as an interview or a group story-writing task based on dialogue, to be presented for other groups. If it were presented for parents and other classes, students would get the opportunity to practise this differential, and greetings etc, with a wide range of people.
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